Key words: Math learning disability, game therapy, math concept, problem-solving. The effect of SPARK program on self-concept and motor skills in children with learning disabilities

Document Type : Research Paper

Authors

1 Corresponding Author: Ph.D. student in Motor Development, Ferdowsi University of Mashhad

2 Professor in Department of Motor Behavior, Ferdowsi University of Mashhad

3 Ph.D. student in Motor Development, Ferdowsi University of Mashhad

4 Ph.D. in Motor Development, Ferdowsi University of Mashhad

10.22098/jld.2018.626

Abstract

The aim of the study is to investigate the effect of the selected motor program of SPARK on self-concept and motor skills in children with learning disabilities. Thirty students were selected by cluster sampling method among all second-grade elementary school students in learning disorders centers of Mashhad. The participates were randomly divided into two equal control and experimental groups. Experimental group practiced in the exercise program for 12 sessions, three times per week and 45 minutes per session. The control group performed their usual activities. Piers-Harris Children’s Self-Concept Scale and Bruininks-Oseretsky Test of Motor Proficiency were used in order to evaluate the subjects. The results of covariance analysis showed that there was a significant difference between the experimental and control groups in the total score of self-concept, motor proficiency and fine and gross motor skills (p<0.05). The tests of running speed and agility, balance, bilateral coordination, response speed, visual-motor control and upper-limb coordination (p<0.05) and also in the subscales of academic and intellectual, physical appearance and attitude, anxiety, happiness and satisfaction significantly increased in the experimental group compared to the control group (p<0.05). The results indicate that the Spark program can be considered in addition to other educational programs at schools and centers of learning disabilities in order to reduce the problems of these children.

Keywords


افروز، غلامعلی. (1385). اختلالات یادگیری. دوم، تهران، دانشگاه پیام نور.
آزاد، اکرم؛ حوایی، ناصر؛ رفیعی، شهلا و کیهانی، محمدرضا. (1386). مقایسه مهارت­های حسی ـ حرکتی دست کودکان با اختلال نوشتن و عادی 11-9 ساله. فصلنامه توانبخشی نوین،1 (4)، 12-5.
 امامی، تکتم. (1386). اثر روش­های تمرینی منتخب بر خودپنداره بدنی دانشجویان دختر (پایان‌نامه کارشناسی ارشد). دانشگاه فردوسی مشهد.
انجمن روان­پزشکی آمریکا. (2013). راهنمای تشخیصی و آماری اختلال­های روانی، ویرایش پنجم. رضاعی، فرزین؛ فخرایی، علی؛ فرمند، آتوسا؛ نیلوفری، علی؛ هاشمی آذر، ژانت؛ شاملو، فرهاد. اول، تهران، ارجمند.
باباپور خیرالدین، جلیل. (1385). مقایسه مهارت­های حرکتی دانش‌آموزان نارساخوان و عادی. مجله پزشکی دانشگاه علوم پزشکی تبریز، 28 (4)، 10-7.
حیدری، طاهره؛ امیری، شعله و مولوی، حسین. (1391). اثربخشی آموزش به روش دیویس بر خودپنداره کودکان دارای نارساخوانی. (1391). مجله علوم رفتاری، 6 (2)، 139-131.
داوری نیا، عاطفه؛ یارمحمدیان، احمد؛ قمرانی، امیر. (1394). بررسی مقایسه­ای مهارت­های حرکتی درشت، ظریف و تعادل بدنی در کودکان کم‌توان ذهنی، اوتیسم و اختلال یادگیری با کودکان عادی. فصلنامه توان‌بخشی، 16 (1)، 74-66.
درتاج، فریبرز و عاصمی، سهیلا. (1391). بررسی میزان تأثیر برنامه­ی منتخب حرکتی بر توانمندی ادراکی ـ حرکتی و پیشرفت تحصیلی دانش‌آموزان دیرآموز پایه دوم. مجله ی روان­شناسی مدرسه، 1 (4)، 56-39.
رستم اوغلی، زهرا؛ جانی، ستاره؛ پور اسمعلی، اصغر و صالحی، مجتبی. (1392). مقایسه ادراک خود و مشکلات خواب در دانش‌آموزان مبتلا به اختلال بیش فعالی/ کاستی توجه، اختلال یادگیری و دانش‌آموزان عادی. مجله ی ناتوانی‌های یادگیری، 3 (2)، 41-21.
سیف نراقی، مریم و نادری عزت اله. (1389). نارسایی­های ویژه یادگیری. اول، تهران، ارسباران.
کلانتری، مینو؛ محمدجانی، زهرا؛ پاشازاده آذری، زهرا؛ طباطبایی، سید مهدی و قرباغی، ثریا. (1392). تأثیر استفاده از جلیقه وزین بر توجه و مهارت­های حرکتی کودکان مبتلا به اختلالات یادگیری 7 تا 11 سال. فصلنامه طب توان‌بخشی، 2 (3)، 51-45.
کوثری، سعید؛ کیهانی، فاطمه؛ حمایت­طلب، رسول و عرب عامری، الهه. (1391). بررسی تأثیر یک برنامه فعالیت­های بدنی منتخب بر رشد مهارت­های حرکتی کودکان مبتلا به اختلال نارسایی توجه / بیش فعالی (ADHD) و کودکان اوتیسم (HFA). فصلنامه رشد و یادگیری حرکتی ـ ورزشی، 4 (2)، 60-45.
لرنر، ژانت. (2005). ناتوانی‌های یادگیری: نظریه­ها، تشخیص و راهبردهای تدریس. دانش، عصمت. اول، تهران. دانشگاه شهید بهشتی.
ماندنی، بتول؛ سازمند، علی حسین؛ فرهبد، مژگان؛ کریملو، مسعود؛ ماندنی، ماشااله. (1386). تأثیر مداخلات کاردرمانی بر مهارت­های بینایی ـ حرکتی کودکان دارای اختلال ویژه یادگیری در مقطع ابتدایی. فصلنامه توان‌بخشی، 8 (2)، 49-44.
نبی دوست، علیرضا؛ احمدی، برجعلی و استکی، مهناز. (1394). اثربخشی آموزش دو نیمکره مغز بر خودپنداره و مهارت­های اجتماعی دانش‌آموزان مبتلا به اختلال نارساخوانی. مجله ی ناتوانی‌های یادگیری، 4 (3)، 103-90.
Afroz, G. (2006). Learning disorders. seconded, Tehran, Payam Noor University. (Persian)
Al Fawair, A. M., Al Khateeb, J. M., & Al-Wreikat, Y. A. A. S. (2012). Developing the Concept of Perceived Competence among Students with Learning Disabilities. Journal of Educational and Developmental Psychology , 2(2), 127-137.
American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM), fifth edition, (DSM 5), translated by Yahya Seyed Mohamadi, Tehran, Ravan publication. (Persian)
Asaseh, M. Pezeshk, S., Oliyaeezand, S., Azar, J. H., & Pishyareh, E. (2014). Comparison between learning disorder and normal children on movement skills. Advances in Environmental Biology, 8(9), 960-964.
Azad, A., Havayee, N., Rafie, S.H., Keyhani,  M. R. (2008).Comparison of hand sensory - motor skills between normal and dysgraphia children in 9 -11 ages. Journal of Modern Rehabilitation, 1(4), 5-12. (Persian)
Babapour, K.A.J. (2007). The comparison of motor skills of dyslexic and nondyslexic students. Medical Journalof Tabriz University of Medical Sciences. 2007, 28(4),7-10. (Persian)
Bluechardt, M. H., Wiener, J., & Shephard, R. J. (1995). Exercise programmes in the treatment of children with learning disabilities. Sports Medicine, 19(1), 55-72.
Bruininks, R. (1978). Assessing the motor performance of children: An overview of the Bruininks-Oseretsky Test of Motor Proficiency. Paper presented at the Motor Development Academy at the American Alliance for Health, Physical Education, Recreation and Dance National Convention, Boston, MA.
Cosden, M., Elliott, K., Noble, S., & Kelemen, E. (1999). Self-understanding and self-esteem in children with learning disabilities. Learning Disability Quarterly, 22(4), 279-290.
Davari-Nia, A., Yarmohammadian, A. & Ghamarani, A. (2015). The Comparative Study of Gross and Fine Motor Skills and Body Balance in Children with Intellectual Disability, Autism and Learning Disorder with Normal Children. Journal of Rehabilitation, 16 (1), 66-75. (Persian)
Dewlin, R. F. (1991). Self-concept changes in physically disabled adult men following eight weeks of physical fitness training, dissertation. Abstract international.
Dortaj, F.  & Asemi, S. (2013). The effect of a selected motor program on perceptual motor ability and academic achievement in borderline second grade elementary school students. Journal of school Psychology, 1(4), 39-56. (Persian)
Elbaum, B., & Vaughn, S. (2003). Self-concept and students with learning disabilities. Handbook of learning disabilities, 229-241.
Emami, T. (2007). The effect of selective training modes on physical self- concept of female students, Thesis. FerdowsiUnivesity of Mashhad. (Persian)
Forssberg, H. (2009). Development of fine motor skills in health and disease. Nero pediatrics Stockholm. Stockholm Brain Institute.
Gans, A. M., Kenny, M. C., & Ghany, D. L. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of learning disabilities, 36(3), 287-295.
Getchell, N., Pabreja, P., Neeld, K., & Carrio, V. (2007) Comparing children with and  without dyslexia on the movement assessment battery for children and the test of  gross motor development. Perceptual and motor skills, 105(1), 207-214.
Heydari, T., Amiri, Sh. & Molavi, H. (2012). Effect of the Davis training method on self-concept children with dyslexia. Journal of Behavioral Sciences, 6(2), 131-39. (Persian)
Kalantari, M.,  Mohammadjani, Z. Pashazadeh, A., Tabatabaeei, S. M. & Gharebaghi, S. (2013). Effects of using weighted vest on attention and motor skills of 7-11year old children with learning disorders. J Rehab Med, 2(3), 45-51. (Persian)
Kosari, S., Keyhani, F., HEmayat talab, R. & Arabameri, E. (2012). Effect of a selected physical activity program on the development of motor skills in attention deficit /hyperactivity disorder and autism children. Journal of Development and Motor Learning, 4(2), 45-60. (Persian)
Lerner, J. W. (2005). Learning disabilities. Danesh, E. seconded, Tehran, Shahid Beheshti University. (Persian)
MacMAHON, J. R., & GROSS, R. T. (1987). Physical and psychological effects of aerobic exercise in boys with learning disabilities. Journal of Developmental & Behavioral Pediatrics, 8(5), 274-277.
Mandani, B., Sazmand, A. H., Farahbod, M., Karimlou, M. & Mandani, M.(2007).Occupational Therapy Interventions Effect on Visual-Motor Skills in Children with Learning Disorders. Journal of Rehabilitation, 8(2), 44-49. (Persian)
Moller, J., Streblow, L., & Pohlmann, B. (2009). Achievement and self-concept of students with learning disabilities. Social Psychology of Education, 12(1), 113-122.
Nabiboost, A., Borjali, A. & Esteki, M. (2015). The effect of the bilateral training on self-concept and social skills of students with dyslexia. Journal of Learning Disabilities, 4(3), 121-27. (Persian)
Owens, A. (2008). Supporting children's development. Extract from putting children first, the national childcare accreditation council (NCAC). 28: 3-5.
Rintala, P., & Palsio, N. (1994). Effects of physical education programs on children with learning disabilities.Adapted Physical Activity, 37-40.
Rostami, S., Hemayattalab, R., & Sheikh, M. (2015). Effect of a selective physical training on development of fine motor skills in students with learning disability. International Journal of Sport Studies, 5 (11), 1227-33.
Rostamoghli, Z., Jani, S., Pouresmali, A. & Salehi, M. (2014). A comparison of self-perception and sleep problems among students with hyperactivity. Learning disorder, 3 (2), 41-21. (Persian)
Seifnaraghi M. & Naderi E. (2010). Journal of Specific learning disabilities. Firsted, Tehran, Arasbaran. (Persian)
Sternke, J. C. (2010). Self-concept and self-esteem in adolescents with learning disabilities. Menomonie:University of Wisconsin-Stout.
Vuijk, P. J., Hartman, E., Mombarg, R., Scherder, E., & Visscher, C. (2011). Associations between academic and motor performance in a heterogeneous sample of children with learning disabilities. Journal of learning disabilities, 44(3), 276-282.
Westendorp, M., Hartman, E., Houwen, S., Huijgen, B. C., Smith, J., & Visscher, C. (2014). A longitudinal study on gross motor development in children with learning disorders. Research in developmental disabilities, 35(2), 357-363.
Westendorp, M., Hartman, E., Houwen, S., Smith, J., & Visscher, C. (2011). The relationship between gross motor skills and academic achievement in children with learning disabilities. Research in developmental disabilities, 32(6), 2773-2779.